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ALIGNMENT OF
THE HEAD START CHILD DEVELOPMENT EARLY LEARNING FRAMEWORK (2011)
AND
THE TEXAS PREKINDERGARTEN GUIDELINES (2008)
THE TEXAS TRAINING & TECHNICAL ASSISTANCE EARLY CHILDHOOD EDUCATION CENTER
A MEMBER OF THE OHS TTA SYSTEM
2011
xi. English Language Development 29
xii. Technology (From Texas PreK Guidelines) 31
viii. Science Knowledge & Skills 24
ix. Creative Arts Expression 26
x. Social Studies Knowledge & Skills 27
v. Language Development 15
vi. Literacy Knowledge & Skills 18
vii. Mathematics Knowledge & Skills 21
ii. Social & Emotional Development 10
iii. Approaches to Learning 13
iv. Logic & Reasoning 14
TABLE OF CONTENTS
I. Introduction 1
II. Domains and Skills
i. Physical Development & Health 8
HS CD ELF Texas PreK Guidelines Alignment
Head Start Child Development and Early Learning Framework: Texas Pre-Kindergarten Guidelines Alignment
The learning experiences of young children provide a foundation that guides children academically, socially, and emotionally. Establishing program goals to guide these experiences will enhance children’s development and improve skills necessary for school readiness. Both the Head Start Child Development & Early Learning Framework (HS CD/ELF) and Texas State Pre-Kindergarten Guidelines (TX Pre-K) offer parameters to help educators make informed decisions about developmental goals and appropriate corresponding curriculum and assessment. Head Start Child Development & Early Learning Framework The Head Start for School Readiness Act of 2007 states the purpose of Head Start: “to promote the school readiness of low-income children by enhancing their cognitive, social and emotional development….in a learning environment that supports children’s growth in language, literacy, mathematics, science, social and emotional functioning, creative arts, physical skills and approaches to learning.” The newly revised Head Start CD/ELF provides Head Start and other programs with a description of the developmental building blocks that are most important for a child’s growth and academic success. The Framework is organized into 11 Domains, 37 Domain Elements, and over 100 Examples. The Domains denote the overall areas of child development essential for future academic success, giving a definition and an explanation as to why each is important for children’s growth and learning. Each Domain includes Domain Elements that more specifically defines its components. The examples are included under each domain element to provide more information about the key concepts, knowledge or behaviors within each element. The examples are not designed to be comprehensive, and there may be other skills and behaviors that also reflect the respective domain element. The Head Start Child Development and Early Learning Framework provides a pie chart that shows the Domains and domain elements. This graphic makes it easy to see which behaviors are include within a Domain, outlining the essential areas of development and learning that are to be used to establish school readiness goals within Head Start programs.
HS CD ELF Texas PreK Guidelines Alignment 1
Physical Development
Language and Communication
Literacy Knowledge and Skills Emergent Literacy - Reading
Emergent Literacy - Writing
The Domains
Social - Emotional Development
Approaches to Learning
Science Knowledge and Skills Science
Head Start Child Development Early
Learning Framework
Texas PreKindergarten Guidelines
Physical Development and Health
Social Studies
Logic and Reasoning
Language Development
Social and Emotional Development
English Language Development Language and Communication
Table 1: Domains of Head Start Child Development Early Learning Framework and Texas Prekindergarten Guidelines
Mathematics Knowledge and Skills Mathematics
Creative Arts Expression Fine Arts
Technology Applications
Social Studies Knowledge and Skills
Texas Pre-Kindergarten Guidelines The Texas Pre-Kindergarten Guidelines are based on current knowledge and research about how children develop and learn. They reflect a growing understanding that for children to be school-ready, more emphasis should be placed on children’s cognitive and intellectual development as well achieving specific skills sets in other areas. The guidelines offer detailed descriptions of expected behaviors across the 10 designated Domains. These are divided into Skills areas that offer a more detailed description of each Domain. Within each Skill area, Child Outcomes are then listed and numbered sequentially in the order of expected acquisition. Meeting the outcomes stated in both of these documents will ensure that programs meet both the requirements of Head Start Child Outcomes and Texas Pre-Kindergarten Guidelines. The Texas Pre-Kindergarten Guidelines are linked to the Texas Essential Knowledge and Skills standards implemented by grades Kindergarten through 12th grade, which ensure continuity of quality standards for Texas public school.
HS CD ELF Texas PreK Guidelines Alignment 3
The above table of Domains shows alignment of subject areas with some slight deviations. The academic subjects of Mathematics, Science and Social Studies are comparable as are Social & Emotional Development, Creative Arts, and Physical Development. Some distinctions are worthy of note. In the Pre-K Guidelines, Literacy is divided into two Domains; Emergent Literacy-Reading and Emergent Literacy-Writing. In the HS CD/ELF these concepts are encompassed into Literacy Knowledge and Skills. Another point of difference: the HS CD/ELF maintains the skills sets for English and Dual Language Learners fall within two different Domains; Language Development and English Language Development. This is addressed in one domain in the Pre-K Guidelines; Language & Communication. The Intent & Goals The intent of both documents is to provide a framework for the development and early learning expected in early childhood classrooms. The expectation is that progress will be made within each Domain Element or Skills Area by each child. The examples of the HS CD/ELF are not designed to be comprehensive whereas the skills listed in the TX Pre-K Guidelines are all expected to be met. Children should be given the opportunity to strive towards these outcomes while recognizing and accommodating individual development levels and growth. This focus allows teaching to be intentional and concentrate on providing appropriate activities in an environment where the skills listed in these documents are enhanced and learned. Both documents are intended to be used by programs to make informed decisions about curriculum content and selection, and assessment decisions. The Examples and Outcomes themselves are not to be used as a checklist to evaluate a child’s development and learning but rather as guides for the choice of assessment tools and serves as a way to organize the data collected from these instruments. Data obtained by selected assessments will in turn be used to establish school readiness goals consistent with state and local expectations. Rationale for Alignment The alignment of the documents is to help teachers understand each document more fully, make a careful comparison of the identical and similar skills listed in each, and be able to identify elements or skills that are comparable or specific to only one. Being able to determine which skills are critical to the learning development of each child will help teachers employ instructional strategies that are purposeful and intentional as they plan. The ultimate goal for this alignment is to ensure that the outcomes from both tools are met and to utilize it to promote continuous quality improvement in programs and child well-being and school readiness and future success.
HS CD ELF Texas PreK Guidelines Alignment 4
Child combines syllables into words;
Child can delete a syllable from a word
Table 2: Example of repeated cells within Examples/Outcomes
Head Start Child Development Early
Learning Framework
Texas PreKindergarten Guidelines
Literacy Knowledge and Skills Emergent Literacy - Reading
Domain Element: Phonological Awareness Phonological Awareness Skills
Identifies and discriminates between separate
syllables in a word
How to read this document The Domains are color-coded as they are within the Texas Pre-Kindergarten Guidelines. The Domains of the Head Start Child Development and Early Learning Framework are listed without revision and in their entirety. The Domain Elements and Example behaviors within HS CD/ELF document are then aligned with the closest Skills Area and Outcome behaviors of the Pre-K Guidelines. If one Example from HS CD/ELF encompasses more than one Outcome from TX Pre-K Guidelines the Outcomes for both will be listed in the box directly across from the comparable skill. Conversely, if one Outcome from TX Pre-K corresponds with more than one Example from HS CD/ELF, it too will be listed in the same box. This represents even alignment within the two frameworks. See example in chart below.
If possible, Domain Elements and Skills Areas are shown completely and compared in a side-by-side format to show similarities in respective Examples (HS CD/ELF) and Outcomes (TX Pre-K). Some of the Domain Elements (HS CD/ELF) however do not correspond directly with one Skills Area (TX Pre-K). If this is the case one of 3 designations were made: Blue print in parentheses indicates a change was made in either Domain or Skills Area. (<From.…) indicates that this outcome was moved FROM another domain and/or skill category within the Texas Pre-K guidelines as stated. (> See…) indicated that this Outcome was moved TO another domain and/or skill category within the Texas Pre-K Guidelines as stated. Box color-coded gray: No direct alignment between examples of HS CD/ELF and outcomes of TX Pre-K Guidelines. A Pale Blue color-code indicates the specific skill was moved to or from another domain/skill. Example below:
HS CD ELF Texas PreK Guidelines Alignment 5
Head Start Child Development Early Learning
FrameworkTexas PreKindergarten Guidelines
Literacy Knowledge and Skills Emergent Literacy - Reading
Domain Element: Phonological Awareness Phonological Awareness Skills
Child's speech is understood by both the teacher and other
adults in the school
Shows interest in shared reading experiences and looking
at books independently
Child engages in pre-reading and reading related activities
(< From Below: Motivation to Read Skills)
Recognizes how books are read, such as front-to-back and
one page at a time, and recognizes basic characteristics,
such as title, author, and illustrator;
Asks and answers questions and makes comments about
print materials
Child asks and answers appropriate questions about the
book
Demonstrates interest in different kinds of literature, such
as fiction and non-fiction books, poetry, on a range of
topics
Child asks to be read to or asks the meaning of written text
(< From Below: Motivation to Read Skills)
Child perceives differences between similar sounding
words (> See Domain: English Language Development:
Receptive Language Skills) Child investigates and demonstrates growing
understanding of the sounds and intonation of the English
Language (> See Domain: English Language
Development: Receptive Language Skills)
Table 3: Coding when no direct alignment is present
Retells stories or information from books through
conversation, artistic works, creative movement, or drama
Child retells or re-enacts a story after it is read aloud;
Child uses information learned from books by describing,
relating, categorizing or comparing and contrasting
Skills: Speech Production Skills
To see both documents in their entirety go to the following links. For the Head Start Child Outcomes and Early Learning Framework: http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/teaching/eecd/Assessment/Child%20Outcomes/revised-child-outcomes.html
HS CD ELF Texas PreK Guidelines Alignment 6
For Texas Pre-kindergarten Guidelines: http://ritter.tea.state.tx.us/ed_init/pkguidelines/ As the Alignment is used it is encouraged that the goals of the program and those for individual children are examined. The outcomes and examples should be used to guide teaching and provide skills for school readiness. Familiarity is encouraged with both the Head Start Child Development and Early Learning Framework and the Texas Pre-Kindergarten Guidelines. This will enhance understanding and use of the alignment as it identifies the key elements for assessment and learning. Using these elements to improve programs will provide opportunities for children to develop to their full learning potential.
On behalf of the Texas State ECE Center we are proud to release this document with the intent of supporting your programs as you plan for curriculum, assessment and staff development. For questions and suggestions regarding this document, please contact Mala Sablok or Ruth Doocy, Early Childhood Education Specialists at the Texas State ECE Center. Mala Sablok Ruth Doocy Early Childhood Education Specialist Early Childhood Education Specialist Texas State ECE Center Texas State ECE Center 972-465-1504 972-342-0925 [email protected] [email protected]
HS CD ELF Texas PreK Guidelines Alignment 7
HEAD START CHILD DEVELOPMENT & EARLY
LEARNING FRAMEWORK
TEXAS PREKINDERGARTEN GUIDELINES
Domain: Physical Development & Health Domain: Physical Development
Domain Element: Physical Health Status The maintenance of healthy and age appropriate physical well-being
Possesses good overall health including oral, visual, and
auditory health, and is free from communicable or
preventable diseaseParticipates in prevention and management of chronic health
conditions and avoids toxins, such as leadMaintains physical growth within the Centers for Disease
Control and Prevention (CDC) recommended ranges for
weight by height by ageGets sufficient rest and exercise to support healthy
developmentDomain: Physical Development & Health Domain: Science
Domain Element: Health Knowledge & Practice The understanding of healthy and safe habits and practicing healthy
habits
Skills: Personal Safety and Health Skills
Completes personal care tasks, such as dressing, brushing
teeth, toileting, and washing hands independently from
adults
Child practices good habits of health and personal hygiene
(< From Science: Personal Safety and Health Skills)
Communicates an understanding of the importance of health
and safety routines and rules;
Follows basic health and safety rules and responds
appropriately to harmful or unsafe situations
Child practices good habits of personal safety (< From Science:
Personal Safety and Health Skills)
Distinguishes food on a continuum from most healthy to less
healthy
Child identifies good habits of nutrition and exercise (< From
Science: Personal Safety and Health Skills)Eats a variety of nutritious foods
Participates in structured and unstructured physical activities
Recognizes the importance of doctor and dentist visitsCooperates during doctor and dentist visits and health and
developmental screenings
HS CD ELF Texas PreK Guidelines Alignment 8
Domain: Physical Development & Health Domain: Physical Development
Domain Element: Gross Motor Skills The control of large muscles for movement, navigation, and balance
Skills: Gross Motor Development Skills
Develops motor control and balance for a range of physical
activities, such as walking, propelling a wheelchair or mobility
device, skipping, running, climbing, and hopping
Child demonstrates coordination and balance in isolation (may
not yet coordinate consistently with a partner)
Develops motor coordination and skill in using objects for a
range of physical activities, such as pulling, throwing, catching,
kicking, bouncing or hitting balls, and riding a tricycle
Child coordinates sequence of movements to perform tasks
Understands movement concepts, such as control of the body,
how the body moves (such as an awareness of space and
directionality), and that the body can move independently or in
coordination with other objects
Domain Element: Fine Motor Skills The control of small muscles for such purposes as using utensils, self-care,
building, and exploring
Skills: Fine Motor Development Skills
Develops hand strength and dexterity;
Manipulates a range of objects, such as blocks or books;
Manipulates writing, drawing, and art tools
Child shows control of tasks that require small-muscle strength
and control
Develops eye-hand coordination to use everyday tools, such as
pitchers for pouring or utensils for eating
Child shows increasing control of tasks that require eye-hand
coordination
HS CD ELF Texas PreK Guidelines Alignment 9
HEAD START CHILD DEVELOPMENT & EARLY
LEARNING FRAMEWORK
TEXAS PREKINDERGARTEN GUIDELINES
Domain: Social and Emotional Development Domain: Social-Emotional Development
Domain Element: Social Relationships The healthy relationships and interactions with adults and peers
Skills: Social Competence Skills
Communicates with familiar adults and accepts or requests
guidanceCooperates with others Child shows competence in initiating social interactions
Develops friendships with peers Child begins to have meaningful friendsEstablishes secure relationships with adults Child uses positive relationships as modeled by teacher for her
own pro-social behaviors
Uses socially appropriate behavior with peers and adults,
such as helping, sharing, and taking turns
Child regulates his own behavior with occasional reminders or
assistance from teachers (< From Below: Self Control:
Behavior Control)
Resolves conflict with peers alone and/or adult intervention
as appropriate
Child initiates problem-solving strategies and seeks adult help
when necessary
Recognizes and labels others' emotions;
Expresses empathy and sympathy to peers
Child demonstrates empathy and caring for others
Recognizes how actions affect others and accepts
consequences of one's actions
Child begins to understand the difference and connections
between feelings and behaviors (< From Below: Self Control:
Emotional Control)
Child assumes various roles and responsibilities as part of a
classroom community (>See Domain Social Studies: Self,
Family & Community)
Child increasingly interacts and communicates with peers to
initiate pretend play scenarios that share a common plan and
goal (>See Domain Approaches to Learning: Cooperation)
Domain Element: Self Concept & Self-Efficacy The perception that one is capable of successfully making decisions,
accomplishing tasks, and meeting goals
Skills: Self Concept Skills
Identifies personal characteristics, preferences, thoughts
and feelings
Child is aware of where own body is in space, respects personal
boundaries
HS CD ELF Texas PreK Guidelines Alignment 10
Demonstrates age-appropriate independence in a range of
activities, routines and tasks
Child shows awareness of areas of competence and describes
self positively in what he is able to doShows confidence in a range of abilities and in the capacity to
accomplish tasks and take on new tasks
Child shows reasonable opinion of his own abilities and
limitationsDemonstrates age-appropriate independence in decision-
making regarding activities and materials
Child takes care of and manages classroom materials (< From
Below: Self Control- Behavior Control)
Child shows initiative in independent situations and persists in
attempting to solve problems (> See Domain: Logic &
Reasoning: Reasoning & Problem Solving)Domain Element: Self Regulation The
ability to recognize and regulate emotions, attention, impulses, and behavior
Self Control: Behavior Control
Recognizes and labels emotions Child is aware of own feelings most of the time.(< From Below:
Self Control- Emotional Control)Handles impulses and behavior with minimal direction from
adults;
Follows simple rules, routines, and directions
Child regulates his own behavior with occasional reminder or
assistance from teacher
Shifts attention between tasks and moves through transitions
with minimal direction from adults
Child follows classroom rules and routines with occasional
reminders from teacher Child takes care of and manages classroom materials (> See
Above: Self Concept Skills)Domain Element: Emotional & Behavioral Health A
healthy range of emotional expression and learning positive alternatives to
aggressive or isolating behaviors
Self Control: Emotional Control
Expresses a range of emotions appropriately, such as
excitement, happiness, sadness and fear
Child is aware of own feelings most of the time.
Refrains from disruptive, aggressive, angry or defiant behaviors Child is able to increase or decrease intensity of emotions more
consistently, although adult guidance is sometimes necessary
Adapts to new environments with appropriate emotions &
behaviors
Child begins to understand the difference and connections
between feelings and behaviors (< From Above: Social
Competence Skills)
HS CD ELF Texas PreK Guidelines Alignment 11
Self Control: Control of Attention (> See Domain:
Approaches to Learning)Child sustains attention to personally chosen or routine tasks
until completed (> See Domain: Approaches to Learning:
Persistence & Attentiveness)Child remains focused on engaging group activities for about
20 minutes at a time (> See Domain: Approaches to
Learning: Persistence & Attentiveness)
HS CD ELF Texas PreK Guidelines Alignment 12
HEAD START CHILD DEVELOPMENT & EARLY
LEARNING FRAMEWORK
TEXAS PREKINDERGARTEN GUIDELINES
Domain: Approaches to LearningDomain Element: Initiative and Curiosity An interest in varied topics and activities, desire to learn, creativeness, and
independence in learning
Demonstrates flexibility, imagination, and inventiveness in
approaching tasks and activities.Demonstrates eagerness to learn about and discuss a range
of topics, ideas, and tasksAsks questions and seeks new information
Domain: Social and Emotional Skills
Domain Element: Persistence and Attentiveness The ability to begin and finish activities with persistence and attention
Skills: Self Control Skills - Control of Attention
Maintains interest in a project or activity until completed;
Sets goals and develops and follows through on plans
Child sustains attention to personally chosen or routine tasks
until they are completed (< From Self-Control- Control of
Attention)
Resists distractions, maintains attention, and continues the
task at hand through frustration
Child remains focused on engaging group activities for about
20 minutes at a time (< From Self-Control- Control of
Attention)
NEW Domain Element: Cooperation An interest and engagement in group experiences
Skills: Social Competence Skills
Plans, initiates and completes learning activities with peers;
Joins in cooperative play with others and invites others to play
Child increasingly interacts and communicates with peers to
initiate pretend play scenarios that share a common plan and
goal (< From Social Competence)
Models or teaches peersHelps, shares, and cooperates in a group
HS CD ELF Texas PreK Guidelines Alignment 13
HEAD START CHILD DEVELOPMENT & EARLY LEARNING
FRAMEWORK
TEXAS PREKINDERGARTEN GUIDELINES
NEW Domain: Logic & ReasoningDomain Element: Reasoning & Problem-Solving The ability to recognize, understand, and analyze a problem and draw on
knowledge or experience to seek solutions to a problem
Seeks multiple solutions to a question, task, or problem Child shows initiative in independent situations and persists in
attempting to solve problems (< From Domain: Social-
Emotional Development: Self Concept Skills)
Recognizes cause and effect relationships
Classifies, compares, and contrasts objects, events, and
experiences.
Child describes, observes and investigates properties and
characteristics of common objects (< From Domain: Science:
Physical Science Skills)
Uses past knowledge to build new knowledge
Domain Element: Symbolic Representation The use of symbols or objects to represent something else
Represents people, places and things through drawings,
movement, and three-dimensional objects.
Child uses art as a form of creative self-expression and
representation (< From Domain: Fine Arts: Art Skills)
Engages in pretend play and acts out roles Child increasingly interacts and communicates with peers to
initiate pretend play scenarios that share a common plan and
goal. (< From Domain: Social-Emotional Development:
Social Competence Skills )
Recognizes the difference between pretend or fantasy
situations and reality.
HS CD ELF Texas PreK Guidelines Alignment 14
HEAD START CHILD DEVELOPMENT & EARLY
LEARNING FRAMEWORK
TEXAS PREKINDERGARTEN GUIDELINES
Domain: Language Development Domain: Language
Domain Element: Receptive Language The ability to comprehend or understand language
Skills: Listening & Comprehension Skills
Attends to language during conversations, songs, stories or
other learning experiences
Child demonstrates understanding of terms used in the
instructional language of the classroom (< From Below:
Vocabulary Skills)
Comprehends increasingly complex and varied vocabulary Child shows understanding by responding appropriately;
Child shows understanding by following two-step oral directions
and usually follows three-step directions
Comprehends different forms of language, such as
questions or exclamations;
Comprehends different grammatical structure and rules for
using language
Child shows understanding by responding appropriately
Child shows understanding of the new language being spoken by
English Speaking teachers and peers. (> See Domain: English
Language Development: Receptive Language Skills)
Domain Element: Expressive Language The ability to use language
Skills: Speaking (Conversation) Skills
Engages in communication and conversation with others Child demonstrates knowledge of verbal conversational rules
Uses language to express ideas and needs Child provides appropriate information for various situations
Uses increasingly complex and varied vocabulary Child uses a large speaking vocabulary, adding several new
words daily (< From Below: Vocabulary skills)Uses different forms of language Child matches language to social contextsUses different grammatical structures for a variety of
purposes
Child uses regular and irregular plurals, regular past tense,
personal and possessive pronouns, and subject-verb agreement
(< From Below: Sentences & Structure Skills)Engages in storytelling Child is able to use language for different purposes;
Child combines sentences that give lots of detail, sticks to the
topic, and clearly communicates intended meaning Engages in conversations with peers and adults Child engages in conversation in appropriate ways
Child demonstrates knowledge of nonverbal conversational rules
HS CD ELF Texas PreK Guidelines Alignment 15
Skills: Sentences & Structure Skills
Uses different grammatical structures for a variety of
purposes
Child typically uses complete sentences of four or more words
and grammatical complexity usually with subject, verb, and object
order; Child
uses regular and irregular plurals, regular past tense, personal
and possessive pronouns, and subject-verb agreement
Child uses sentences with more than one phrase
Uses increasingly complex and varied vocabulary Child combines more than one idea using complex sentences
Engages in storytelling Child combines sentences that give lots of detail, sticks to the
topic, and clearly communicates intended meaning
Uses different forms of language
Child engages in various forms of nonverbal communication with
those who do not speak her home language. (> See Domain
English Language Development: Expressive Language
Skills)
Skills: Speech Production Skills
Child's speech is understood by both the teacher and other
adults in the school
Child perceives differences between similar sounding words
(> See Domain: Literacy Knowledge & Skills: Phonological
Awareness)
Child investigates and demonstrates growing and understanding
of the sounds and intonation of the ELL (> See Domain:
Literacy Knowledge & Skills: Phonological Awareness)
Skills: Vocabulary Skills
Child uses a wide variety of words to label and describe people,
places, things and actions
HS CD ELF Texas PreK Guidelines Alignment 16
Child demonstrates understanding of terms used in instructional
language of the classroom (>See Above: Listening &
Comprehension Skills)
Child demonstrates understanding in a variety of ways of
knowing the meaning of 3000 to 4000 words many more than he
or she uses
Child uses category labels to understand how the words/objects
relate to each other
Child uses a large speaking vocabulary, adding several new
words daily (> See Above: Speaking (Conversation Skills)
Child increases listening vocabulary and begins to develop
vocabulary of object names and common phrases in English
(> See Domain: English Language Learning: Expressive
Language Skills)
Child attempts to use new vocabulary and grammar in speech
(> See Domain: English Language Learning: Expressive
Language Skills)
HS CD ELF Texas PreK Guidelines Alignment 17
HEAD START CHILD DEVELOPMENT & EARLY
LEARNING FRAMEWORK
TEXAS PREKINDERGARTEN GUIDELINES
Domain: Literacy Knowledge and Skills Domain: Emergent Literacy- Reading
Domain Element: Book Appreciation & Knowledge The interest in books and their characteristics, and the ability to
understand and get meaning from stories and information from books and
other texts
Skills: Comprehension of Text Read Aloud Skills
Shows interest in shared reading experiences and looking at
books independently
Child engages in pre-reading and reading related activities
(< From Below: Motivation to Read Skills)
Recognizes how books are read, such as front-to-back and
one page at a time, and recognizes basic characteristics,
such as title, author, and illustrator;
Asks and answers questions and makes comments about
print materials
Child asks and answers appropriate questions about the
book
Demonstrates interest in different kinds of literature, such as
fiction and non-fiction books, poetry, on a range of topics
Child asks to be read to or asks the meaning of written text
(< From Below: Motivation to Read Skills)
Retells stories or information from books through
conversation, artistic works, creative movement, or drama
Child retells or re-enacts a story after it is read aloud;
Child uses information learned from books by describing,
relating, categorizing or comparing and contrasting
Skills: Speech Production Skills
Child's speech is understood by both the teacher and other
adults in the school
Child perceives differences between similar sounding words
(> See Domain: English Language Development:
Receptive Language Skills)
Child investigates and demonstrates growing understanding
of the sounds and intonation of the English Language
(> See Domain: English Language Development:
Receptive Language Skills)
Domain Element: Phonological Awareness An awareness that language can be broken into words, syllables, and
smaller pieces of sounds
Skills: Phonological Awareness Skills
Identifies and discriminates between words in language Child separates a normally spoken four-word sentence into
individual words
HS CD ELF Texas PreK Guidelines Alignment 18
Identifies and discriminates between separate syllables in
words
Child combines syllables into words;
Child can delete a syllable from a wordIdentifies and discriminates between sounds and phonemes
in language, such as attention to beginning and ending
sounds of words and recognition that different words begin
or end with the same sound
Child can produce a word that rhymes with a given word
Identifies and discriminates between sounds and phonemes
in language, such as attention to beginning and ending
sounds of words and recognition that different words begin
or end with the same sound
Child can produce a word that begins with the same sound
as a given pair of words;
Child combines onset (initial consonant or consonants) and
rime (vowel to end) to form a familiar one-syllable word with
pictorial support;
Child recognizes and blends two phonemes into real words
with pictorial support
Child combines words to make a compound word
Child deletes a word from a compound word
Domain Element: Alphabet Knowledge The names and sounds associated with letters
Skills: Alphabet Knowledge Skills
Recognizes that the letters of the alphabet are a special
category of visual graphics that can be individually named
Child names at least 20 upper and at least 20 lower case
letters
Recognizes that letters of the alphabet have distinct
sound(s) associated with them.
Child recognizes at least 20 letter sounds
Attends to the beginning letters and sounds in familiar words Child can produce a word that begins with the same sound
as a given pair of words (< From Above: Phonological
Awareness Skills)
Identifies letters and associates correct sounds with letters Child produces the correct sounds for at least 10 letters
Domain Element: Print Concepts and Conventions The concepts about print and early decoding (identifying letter-sound
relationships)
Skills: Motivation to Read Skills
Recognizes print in everyday life, such as numbers, letters,
one's name, words, and familiar logos and signs
Child engages in pre-reading and reading-related activities
Understands that print conveys meaning Child asks to be read to or asks the meaning of written text
HS CD ELF Texas PreK Guidelines Alignment 19
Understands conventions, such as print moves from left to
right, and top to bottom of a page
Child uses some appropriate writing conventions when
writing or giving dictation (< From Below: Domain
Emergent Literacy- Writing: Concepts About Print
Skills)Recognizes words as a unit of print and understands that
letters are grouped to form words
Recognizes the association between spoken or signed and
written words
Child uses books and other written materials to engage in
pre-reading behaviors.
Domain: Literacy Knowledge and Skills Domain: Emergent Literacy- Writing
Domain Element: Early Writing The familiarity with writing implements, conventions, and emerging skills
to communicate through written representations, symbols, and letters
Experiments with writing tools and materials
Skills: Concepts About Print Skills
Recognizes that writing is a way of communicating for a
variety of purposes, such as giving information, sharing
stories, or giving an opinion
Child uses some appropriate writing conventions when
writing or giving dictation
Skills: Motivation to Write Skills
Uses scribbles, shapes, pictures, and letters to represent
objects, stories, experiences, or ideas
Child intentionally uses scribbles/writing to convey meaning
Skills: Independently Conveys Meaning Skills
Copies, traces, or independently writes letters or words Child independently uses letters or symbols to make words
of parts of words; Child
writes own name (first name or frequent nickname), not
necessarily with full correct spelling or well-formed letters
Skills: Forms Letters Skills
Copies, traces, or independently writes letters or words Child independently writes some letters on request (not
necessarily well formed)
HS CD ELF Texas PreK Guidelines Alignment 20
HEAD START CHILD DEVELOPMENT & EARLY
LEARNING FRAMEWORKTEXAS PREKINDERGARTEN GUIDELINES
Domain: Mathematics Knowledge & Skills Domain: Mathematics
Domain Element: Numbers Concepts and Quantities The understanding that numbers represent quantities and have ordinal
properties (numbers words represent a rank order, particular size, or
position in a list)
Skills: Counting Skills
Recognizes numbers and quantities in the everyday
environment;
Associates quantities and names of numbers with written
numerals
Child recognizes one-digit numerals, 0-9
Recites numbers in the correct order and understands that
numbers come 'before' or 'after' one another
Child uses words to rote count from 1 to 30;
Uses one-on-one counting and subitizing (identifying the
number of objects without counting) to determine quantity
Child counts 1-10 items, with one count per item;
Child demonstrates that the order of the counting sequence is
always the same regardless of what is counted;
Child verbally identifies without counting the number of objects
from 1-5
Uses the number name of the last object counted to
represent the number of objects in the set
Child counts up to 10 items, and demonstrates that the last count
indicates how many items were counted
Child demonstrates understanding that when counting, the items
can be chosen in any order
Child uses the verbal ordinal terms
Domain Element: Number Relationships & Operations The use of numbers to describe relationships and solve problems
Skills: Counting Skills
Uses a range of strategies, such as counting, subitizing, or
matching, to compare quantity in two sets of objects and
describes the comparison with terms, such as more, less,
greater than, fewer, or equal toRecognizes that numbers (or sets of objects) can be
combined or separated to make another number through the
grouping of objects
Child knows that objects, or parts of an object can be counted
Identifies the new number created when numbers are
combined or separated
HS CD ELF Texas PreK Guidelines Alignment 21
Domain Element: Geometry and Spatial Sense The understanding of shapes, their properties, and how objects are
related to one another
Skills: Geometry and Spatial Sense Skills
Recognizes and names common shapes, their parts and
attributes
Child names common shapes
Combines and separates shapes to make other shapes Child creates shapes
Compares objects in size and shapeUnderstands directionality, order, and position of objects,
such as up, down, in front, behind
Child demonstrates use of location words (such as "over",
"under", "above", "on", "beside", "next to", "between", "in front of",
"near", "far", etc.)
Child slides, flips, and turns shapes to demonstrate that the
shapes remain the same
Domain Element: Patterns The recognition of patterns, sequencing, and critical thinking skills
necessary to predict and classify objects in a pattern
Skills: Classification and Patterns Skills
Sorts, classifies, and serializes (puts in a pattern) objects
using attributes, such as color, shape, or size
Child sorts objects that are the same and different into groups
and uses language to describe how the groups are similar and
different
Recognizes, duplicates, and extends simple patterns;
Creates patterns through the repetition of a unit
Child recognizes and creates patterns
Child collects data and organizes it in a graphic representation
(> See Domain: Science: Physical Science Skills)
Domain Element: Measurement & Comparison The understanding of attributes and relative properties of objects as
related to size, capacity, and area
Skills: Measurement Skills
Compares objects using attributes of length, weight and size
(bigger, longer, taller, heavier);
Orders objects by size or length
Child recognizes and compares heights or lengths or people or
objects
Uses nonstandard and standard techniques and tools to
measure and compare
Child recognizes how much can be placed within an object;
Child informally recognizes and compares weights of objects or
people
Child uses language to describe concepts associated with the
passing of time (> See Domain: Social Studies: People, Past,
and Present Skills)
HS CD ELF Texas PreK Guidelines Alignment 22
Skills: Adding To/Taking Away Skills
Child uses concrete models or makes a verbal word problem for
adding up to 5 objectsChild uses concrete models or makes a verbal word problem for
subtracting 1-5 objects in a setChild uses informal strategies to share or divide up to 10 items
equally
HS CD ELF Texas PreK Guidelines Alignment 23
HEAD START CHILD DEVELOPMENT & EARLY
LEARNING FRAMEWORKTEXAS PREKINDERGARTEN GUIDELINES
Domain: Science Knowledge & Skills Domain: Science
Domain Element: Scientific Skills & Method The skills to observe and collect information and use it to ask questions,
predict, explain, and draw conclusions
Skills: Physical Science Skills
Uses senses and tools including technology, to gather
information, investigate materials and observe processes
and relationships;
Observes and discusses common properties, differences
and comparisons among objects;
Describes and discusses predictions, explanations, and
generalizations based on past experience;
Participates in simple investigations to form hypothesis,
gather observations, draw conclusions, and form
generalizations
Child describes, observes, and investigates properties and
characteristics of common objects;
Child uses simple measuring devices to learn more about objects
Collects, describes, and records information through
discussions, drawings, maps, and charts
Child collects data and organizes it in a graphic representation
(< From Domain: Mathematics: Classification and Patterns
Skills)
Child investigates and describes position and motion of objects
Child investigates and describes sources of energy including
light, heat, and electricityDomain Element: Conceptual Knowledge of the Natural
& Physical World The acquisition of concepts and facts related to the natural and physical
world and the understanding of naturally-occuring relationships
Skills: Life Sciences Skills; Earth and Space Science Skills
Observes, describes and discusses living things and natural
processes
Child identifies and describes the characteristics of organisms;
Child describes life cycles of organisms;
Child recognizes, observes, and discusses the relationship of
organisms to their environment;
Child identifies, observes, and discusses objects in the sky
HS CD ELF Texas PreK Guidelines Alignment 24
Observes, describes and discusses properties of materials
and transformation of substances
Child identifies, compares, discusses earth materials, and their
properties and uses;
Child observes and describes what happens during changes in
the earth and skyChild demonstrates the importance of caring for our environment
and our planet (> See Domain: Social Studies: Geography
Skills)
Skills: Personal Safety and Health Skills (> See Physical
Health and Development Domain)
Child practices good habits of health and personal hygiene
Child practices good habits of personal safety
Child identifies good habits of nutrition and exercise
HS CD ELF Texas PreK Guidelines Alignment 25
HEAD START CHILD DEVELOPMENT & EARLY
LEARNING FRAMEWORKTEXAS PREKINDERGARTEN GUIDELINES
Domain: Creative Arts Expression Domain: Fine Arts
Domain Element: Music The use of voice and instruments to create sounds
Skills: Music Skills
Participates in music activities such as listening, singing, or
performing;
Experiments with musical instruments
Child participates in classroom music activities
Domain Element: Creative Movement & Dance The use of body to move to music and express oneself
Skills: Music Skills
Expresses what is felt and heard in various musical tempos
and styles; Moves to
different patterns of beat and rhythm in music
Child responds to different musical styles through movement and
play
Uses creative movement to express concepts, ideas, or
feelingsDomain Element: Art The use of a range of media and materials to create drawings, pictures,
or other objects
Skills: Art Skills
Uses different materials and techniques to make art
creations
Child uses a variety of art materials and activities for sensory
experience and exploration
Creates artistic works that reflect thoughts, feelings,
experiences, or knowledge
Child uses art as a form of creative self-expression and
regulationDiscusses one's own artistic creations and those of others Child demonstrates interest in and shows appreciation for the
creative work of othersDomain Element: Drama The portrayal of events, characters, or stories through acting and using
props and language
Skills: Dramatic Expression Skills
Uses dialogue, actions, and objects to tell a story or express
thoughts and feelings about one's self or a character;
Uses creativity and imagination to manipulate materials and
assume roles in dramatic play situations
Child creates or recreates stories, moods, or experiences through
dramatic representations;
Child increasingly interacts and communicates with peers to
initiate pretend play scenarios that share a common plan and
goal (< From Domain: Social Emotional Development: Social
Competency Skills)
HS CD ELF Texas PreK Guidelines Alignment 26
HEAD START CHILD DEVELOPMENT & EARLY LEARNING
FRAMEWORKTEXAS PREKINDERGARTEN GUIDELINES
Domain: Social Studies Knowledge & Skills Domain: Social Studies
Domain Element: Self, Family & Community The understanding of one's relationship to the family and community, roles in
the family and community, and respect for diversity
Skills: People, Past and Present Skills
Identifies personal and family structure Child identifies similarities and differences in characteristics of
families
Understands similarities and respects differences among
people
Child identifies similarities and differences in characteristics of
people;
The child identifies similarities among people like himself and
classmates as well as among himself and people from other
cultures (< From Citizenship Skills below)
Skills: Economic Skills
Recognizes a variety of jobs and the work associated with them Child discusses the roles and responsibilities of community
workers
Understands the reasons for rules in the home and classroom
and for laws in the community
Child assumes various roles and responsibilities as part of a
classroom community (< From Domain: Social & Emotional
Development: Social Competence Skills)
Describes or draws aspects of the geography of the classroom,
home and communityChild demonstrates that all people need food, clothing, and
shelter
Child participates in activities to help them become aware of
what it means to be a consumer
Domain Element: People & the Environment The understanding of the relationship between people and the environment
in which they live
Skills: Geography Skills
Recognizes aspects of the environment such as road,
buildings, trees, gardens, bodies of water, or land formations
Child identifies and creates common features in her immediate
environment
Recognizes that people share the environment with other
people, animals, and plants
HS CD ELF Texas PreK Guidelines Alignment 27
Understands that people can take care of the environment
through activities, such as recycling
Child demonstrates the importance of caring for our
environment and our planet (< From Domain: Science: Earth
and Space Science Skills)Domain Element: History & Events The understanding that events happened in the past and how these events
relate to one's self, family, and community
Skills: People, Past, and Present Skills
Differentiates between past, present and the future Child organizes their life around events, time, and routines;
Differentiates between past, present and the future Child uses language to describe concepts associated with the
passing of time (< From Domain: Mathematics:
Measurement Skills)
Recognizes events that happened in the past, such as family or
personal history
Understands how people live and what they do changes over
time
Skills: Citizenship Skills
Child identifies flags of the Unites State and Texas
Child recites the Pledge of Allegiance to the United States flag
and the state flag and observes a moment of silence
The child engages in voting as a method for group decision-
making
The child identifies similarities among people like himself and
classmates as well as among himself and people from other
cultures (> See Above: People, Past and Present Skills)
HS CD ELF Texas PreK Guidelines Alignment 28
HEAD START CHILD DEVELOPMENT & EARLY LEARNING
FRAMEWORK
TEXAS PREKINDERGARTEN GUIDELINES
Domain: English Language Development Domain: Language & Communication
Domain Element: Receptive English Language Skills The ability to comprehend or understand the English language
Participates with movement and gestures while other children
and the teachers dance and sing in English
Child engages in various forms of nonverbal communication
with those who do not speak her home language (< From:
Sentences & Structure Skills)
Acknowledges or responds nonverbally to common words or
phrases, such as "hello" "good bye" "snack time" "bathroom",
when accompanied by adult gestures;
Points to body parts when asked, "Where is your nose, hand,
leg…?";
Comprehends and responds to increasingly complex and varied
English vocabulary, such as "Which stick is the longest?" "Why
do you think the caterpillar was hungry?";
Follows multi-step directions in English with minimal cues or
assistance
Shows understanding of the new language being spoken by
English speaking teachers and peers (< From: Listening
Comprehension Skills)
Domain Element: Expressive English Language Skills The ability to speak or use English
Repeats word or phrase to self, such as "bus" while group
sings the "Wheels on the Bus" or "brush teeth" after lunch
Child investigates and demonstrates growing understanding of
the sounds and intonation of the English Language (< From:
Speech Production Skills)
Requests items in English, such as "car," "milk," "book," "ball";
Uses increasingly complex and varied English vocabulary
Child increases listening vocabulary and begins to develop
vocabulary of object names and common phrases (< From:
Vocabulary Skills)
Uses one or two English words, sometimes joined to represent
a bigger idea, such as "throwball";
Constructs sentences, such as "The apple is round." or "I see a
fire truck with lights on."
Child attempts to use new vocabulary and grammar in speech
(< From: Vocabulary Skills)
HS CD ELF Texas PreK Guidelines Alignment 29
Domain Element: Engagement in English Literacy Activities Understanding and responding to books, storytelling, and songs presented in
English
Demonstrates eagerness to participate in songs, rhymes, and
stories in English
Points to pictures and says the word in English, such as "frog,"
"baby," "run."
Child increases listening vocabulary and begins to develop
vocabulary of object names and common phrases (< From:
Vocabulary Skills)
Learns part of a song or poem in English and repeats it
Talks with peers or adults about a story read in English Child uses single words and simple phrases to communicate
meaning in social situations (< From: Sentences & Structure
Skills)
Tells a story in English with a beginning, middle, and end from
a book or about a personal experience.
HS CD ELF Texas PreK Guidelines Alignment 30
HEAD START CHILD DEVELOPMENT & EARLY
LEARNING FRAMEWORK
TEXAS PREKINDERGARTEN GUIDELINES
Domain: Technology Applications
Skills: Technology and Devices Skills
Child opens and navigates through software programs designed
to enhance development of appropriate concepts
Child uses and names a variety of computer input devices, such
as, mouse, keyboard, voice/sound recorder, touch screen, CD-
ROMChild operates voice/sound recorders and touch screens
Child uses software applications to create and express own ideas
Child recognizes that information is accessible through the use of
technology
HS CD ELF Texas PreK Guidelines Alignment 31